Week 3-2 Personal Blog Reflection

1. 30-word micro session summary: 

Cognitivist Lev Vygotsky's social constructivism perspective explores the importance the fundamental role of social interaction in the development of cognition.  MKO and ZPD help us to understand how this learning occurs.  

2. What is learning from Vygotsky's Social Constructivism perspective?

Learning from Vygotsky's social constructivism perspective emphasizes the collaborative nature of learning.  Collaborative learning methods require learners to develop teamwork skills and guided learning by a MKO (scaffolding) in order to increase a student's ZPD.  

3. What are the big things that you learned about Vygotsky's Social Constructivism?

I think the most important aspect I learned about Vygotsky's social constructivism is the Zone of Proximal Development.  The ZPD is defined as the distance between the actual development of independent problem solving and the level of potential development through problem solving under adult guidance or in collaboration with peers.  The Zone of Proximal Development is a very interesting topic because it is almost like a sliding scale of a student's ability.  The ZPD is the area between the tasks that a student can do on his or her own and the tasks that he or she cannot perform yet without assistance.  This zone phenomenon shifts to the right as a person masters more tasks on their own. 

4. Do you think Vygotsky's Social Constructivism demonstrates your own beliefs in how human learning occurs well? 

I do think Vygotsky's Social Constructivism learning theory partly demonstrates my own beliefs in how human learning occurs.  I value the social learning environment this theory nurtures.  As the MKO in my own classroom, I think I would apply the collaborative learning and scaffolding/fading teaching methods because these strategies requires the development of teamwork as well as autonomous learning. 

 However, I do disagree with Vygotsky's idea that "social learning tends to precede development".  Although humans are always communicating and learning new social skills.  I think nature vs. nurture does have an influence on the role of social interaction in the development of cognition.  For example, as a special education major I think of those learners who are born with social as well as cognitive deficits   Their ability to perform tasks may vary by being delayed or even never being able to biologically develop past a certain cognitive threshold.  

5. Do you have any questions or concerns about course learning?

Not at the moment! 

6. Week 3-2 Activity Completion Check: 

	Modules	Topics  & Activity	Check ✓ if Completed
Week 3	Week 3-1 *Due by July 31 at 10:59 am	1) Week 3-1 Reading Quiz	✓
		2) Week 3-1 Discussion Forum: one initial response & two peer feedback replies	✓
		3) Week 3-1 Personal Blog Reflection	✓
	Week 3-2 *Due by July 31 at 10:59 am	1) Week 3-2 Reading Quiz	✓
		2) Week 3-2 Discussion Forum: One initial response & two peer feedback replies	✓
		3) Week 3-2 Personal Blog Reflection	✓

7. Social Blog Activity 

Sadie Robinson's Blog: 

Hi Sadie, 

Great ideas in your blog!  I agree how learning from a cognitive constructivism is an effective way of teaching because it is engaging and motivating to students through the use of schemas, assimilation, and accommodation.  You focus a lot on the theory being mainly intrinsically motivated.  While this is true because in order for the learner to be engaged at any stage of cognitive development they have to be motivated to want to learn.  Of course this is not always the case due to any combination of factors, extrinsic motivation can come from the teacher and most importantly peers.  An important point that stood out to me in the chapter is when Piaget states, "children will talk for hours until the come to the truth".  Thank you for sharing!

Jiongnan Liu's Blog: 

Hi Jiongnan!

I really enjoyed how you stressed Piaget's recognition of "past experiences, culture, gender, and many other factors" when it comes to learning in contrast to the way cognitive information processing theory works.  The human brain is more unpredictable and complex than a computer.  Furthermore,  I agree with you that visual tools and schemas are extremely helpful tools when learning in the classroom.  Especially from personal experience, I always learned best when I had an engaging visual stimuli to make the content stick!  Don't forget about Piaget's stress in the importance of collaborative learning - this was a key  part of the section! Thank you for sharing your ideas!

Week 3-1 Personal Blog Reflection

1. 30-word micro session summary:

Jean Piaget's constructivism can be broken down in to the following stages of cognitive development:  sensorimotor, pre-operational, concrete operational, and formal operational.  Constructivism equates learning with creating meaning from experience.

2. What is learning based on Piaget's individual (cognitive) constructivism perspective? 

Learning based on Piaget's constructivism perspective can be defined as an interactive learning process.  No matter what cognitive development stage a child is currently in,  Piaget's learning theory is more meaningful when students are able to interact with a concept or problem.  This type of learning promotes autonomy, the ability to work with others,  and also learning valuable critical thinking and higher problem solving skills.  

3.  What are the BIG things that you learned about Piaget's constructivism?  

One of the big things I learned about Piaget's constructivism include assimilation vs. accommodation.  After reading the definition of assimilation and accommodation I truly realized their importance in the constructivism learning/teaching approach.  According to Piaget, assimilation and accommodation are the two ways children are able to organize information.  Assimilation of knowledge occurs when a learner encounters a new idea and must “fit” into what they already know. Whereas, accommodation of knowledge is more substantial.  It requires the child to reshape they way they already think about an object or preexisting idea/experience.  

4. Do you think Piaget's Individual(cognitive) Constructivism demonstrates your own beliefs in how human learning occurs well?

      I think Piaget's Individual (cognitive) Constructivism does demonstrate my own beliefs in how human learning occurs better than any other learning theory because from my own personal experience it demonstrates the way I learn best.  I agree with the basic concepts of Piaget's stages of development.  Although I think children can be more capable than the limits of Piaget's stages of cognitive development, I appreciate his recognition of diversity, cultural factors, and individualism when it comes to learning.  I also agree with Piaget's ideas of assimilation and accommodation, organizing information through the use of schemas.  I am going to apply constructivism to teach my students because it is a great approach that can help engage and motivate students in the learning process.  By utilizing constructivist teaching strategies, I will be able to create meaningful contexts that help students construct knowledge based on their own experiences.  

      5. Do you have any questions or concerns about course learning?
      I see the deadline for our teaching philosophy statement draft is due at the end of next week.  Should this be more of a reflection piece or do we need to find/cite research to back up our ideas?  

     

      6. Week 3-1 Activity Completion Check: 

       

	Modules	Topics  & Activity	Check ✓ if Completed
Week 3	Week 3-1 *Due by July 31 at 10:59 am	1) Week 3-1 Reading Quiz	✓
		2) Week 3-1 Discussion Forum: one initial response & two peer feedback replies	✓
		3) Week 3-1 Personal Blog Reflection	✓
	Week 3-2 *Due by July 31 at 10:59 am	1) Week 3-2 Reading Quiz
		2) Week 3-2 Discussion Forum: One initial response & two peer feedback replies
		3) Week 3-2 Personal Blog Reflection

      7.  Social Blog Activity: 

      Jessica Taranto's Blog 

      Hi Jessica!

      I like how you broke down the steps of cognitive information processing theory, explaining clearly how memory is transferred through each step ultimately leading to the limitless long-term memory, it was very clear!  I think the metaphor of using a computer to model the way the human brain processes information is a great schema to understand this theory.  I just wish cognitive information processing theory took into account the differences among individuals which make the learning process unique for everyone.  I don't think learning and cognitive development should have a one size fits all mentality. Thank you for sharing your ideas! 

      Lauren Knerr's Blog: 

      Hi Lauren!      

      I throughly enjoyed reading your week 2-2 blog.  I enjoyed your thoughts on how it is important for teachers to understand the way memory works and how to break it down into its components.  In addition, I like your argument that although cognitive information processing theory can be a very beneficial teaching approach it does not account for human emotions or behaviors or uniqueness that a standard computer cannot exhibit.  Cognitive information processing is an excellent model for understanding the way memorization occurs, but it does not mention how the student is understanding what they are memorizing.  For example, anyone can memorize a formula, but not understand how to apply it to solve an equation.  Thank you for sharing!